11. Evaluating

The skill of evaluating is of two kinds.  First is the skill of evaluating a product, be it a performance, an artwork, a composition, a poem or an essay.  In some subjects, students are also taught to evaluate each other�s work.  Peer evaluation is a powerful strategy for teaching students to evaluate because it is a 'real' task.  Their judgements matter.

Second is the skill of evaluating one�s own processes and their outcomes, which is a very important metacognitive skill.  Students find this skill difficult to acquire because it requires a level of self-reflection and analysis that does not come easily.  Process diaries are an excellent tool used in a number of subjects at St Cathereine�s to help students develop the skill of self-evaluation.

Evaluating effectively requires a number of important attitudinal or effective qualities.  Students need to be able to think for themselves, to explore different points of view, to be willing to change, to have an underlying belief that they can be better at what they do.  In group and peer evaluation, they need to be good listeners, to learn to deal with conflicting opinions, to respect others� opinions and to integrate suggestions.

The critical elements of effective evaluation are:

(a) appropriate criteria, and
(b) perceptive and unbiased judgment of the object against the criteria.  In evaluating one�s own processes, there is a third element,
(c) drawing conclusions for future action.

Evaluating: Teaching in the Junior School

In Kindergarten, evaluation begins with making judgements.  Is today cloudy or sunny?  Which picture do you like best? Is the boy in the story naughty?

In Stage 3, students are taught to use organisers such a PMI to support their judgements.